LOTE SPANISH

SPANISH F-10

Eva María Gil Guerrero

Spanish teacher

Email: evagilteacher@gmail.com

SAMPLES OFCURRICULUM AND

ELABORATIONS

LOTE SPANISH

SPANISH F-10

LEVELS 7 AND 8

LOTE SPANISH F – 10 Sequence - Levels 7 and 8

CommunicatingSocialisingParticipate in a range of spoken, written and online interactions, for example, exchanging views and experiences, apologising, thanking, inviting or congratulating (VCESC163)Engage in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and transacting (VCESC164)

Engage in class activities and discussions through asking and responding to open-ended questions, and expressing or rejecting points of view (VCESC165)

InformingAnalyse and summarise key ideas and information from a variety of texts on a range of topics (VCESC166)

Organise and present information and ideas on different topics, issues or events, comparing perspectives and experiences (VCESC167)

CreatingRespond to a variety of imaginative texts by expressing opinions and comparing the ways in which people, places and experiences are represented (VCESC168)

Create texts about imagined characters, contexts and experiences to engage and entertain others (VCESC169)

TranslatingTranslate and interpret a range of texts, compare own version with others’ and discuss reasons for any variations (VCESC170)

Produce short bilingual texts such as digital stories, comics and blogs, and discuss how language reflects culture (VCESC171)

ReflectingReflect on intercultural communication, commenting on perceived similarities and differences in language used and on aspects of culture (VCESC172)

Identify significant people, places, events and influences in own and others’ lives and explain why they are important to their sense of identity (VCESC173)

UnderstandingSystems of languageDevelop more consistent control of the rhythms and intonation of spoken Spanish and of the features of the writing system (VCESC174)Understand and control grammatical structures such as different forms of the past tense, regular and irregular verbs, interrogative and imperative moods, and conjunctions in a range of familiar types of texts (VCESC175)Analyse the structure and organisation of a range of texts, particularly those related to social and informative media, for example, blogs, advertisements and text messages (VCESC176)Language variation and changeExamine how elements of communication, including gestures, facial expressions and use of silence, vary according to context, situation and relationships across languages and cultures (VCESC177)Understand the dynamic nature of languages (VCESC178)Investigate the nature and extent of Spanish language use in both Australian and global contexts (VCESC179)Role of language and cultureReflect on how cultural values and ideas are embedded in language and influence intercultural interactions and experiences (VCESC180)

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Achievement StandardBy the end of Level 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peersand others in a range of contexts. They use rehearsed and spontaneous language to give and follow instructions and engage in discussions, such as expressing or rejecting points of view (for example, ¿Estás de acuerdo?, verdadero/falso, ¿qué te parece?, ¿cuándo?, ¿cómo?, ¿por qué?). They apply appropriate pronunciation and rhythm in spoken Spanish to a range of sentence types (for example, ¿Nos vamos?, ¡Nos vamos!, Pasó por aquí/Paso por aquí), and use interrogative and imperative moods (for example, ¿Has comido? ¡Abre la puerta!). They locate, summarise and analyse information and ideas on topics of interest from a range of texts, and communicate information, different perspectives and their own opinions (for example, a mí me parece…,) using different modes of presentation. They describe their responses to different imaginative texts by expressing opinions (for example, en mi opinión, personalmente yo prefiero, estoy de acuerdo), stating preferences (for example, después de pensarlo, yo…, prefiero más bien...es buena/mala idea), and comparing ways in which people, places and experiences are represented (for example, mejor que… peor que….más... menos). They draw on past experiences or future possibilities to create imaginative texts using regular (for example, caminar,beber, vivir) and irregular verbs (for example, estar, tener, ir) in a range of tenses including present (vivo), present perfect (he vivido), preterite (viví), imperfect (vivía) and future (viviré). They use descriptive vocabulary, such as numbers, adjectives (for example, generoso, simpático, listo, amistoso, azul, rosa, café) and adverbs (for example, generalmente, raramente, nunca), to extend and elaborate their texts. They use cohesive devices such as y, o, porque, cuando, por eso, pero, puesto que, debido a, y, pues, para and prepositions such as antes del atardecer, dentro de la casa in own language production to create cohesion. Students translate texts on familiar topics and produce texts in Spanish and English, comparing their different versions and considering possible explanations for variations. When participating in intercultural experiences they identify similarities and differences in language use and cultural expression. They identify significant people, places, events and influences in their lives and explain why these are important to their own sense of identity.Students know that in Spanish there are words that are spelled and pronounced the same but that have different meanings, such as pila (pile or battery), and that a word often takes on a different meaning when an accent is added, for example, papá (‘father’) and papa (‘potato’), and the definite article el and pronoun él (‘he’ or ‘him’). They use metalanguage to explain features of language, texts and grammar and to identify how text structures and language features vary between different types of texts. Students explain how elements of communication such as gestures, facial expressions or the use of silence vary according to context, situation and relationships. They identify how Spanish both influences and is influenced by other languages and is spoken in a variety of forms in communities around the world. They explain why meanings and reactions vary according to the cultural assumptions that people bring to intercultural experiences and interactions.

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Topics and materials

Themes and topics Materials and resources

Everyday life 1. Corresponding with Spanish-speaking peers to exchange culture and experiences through ePals (http://www.epals.com/#/connections).

2. Games:

◦ Interactive games: http://www.aprenderespanol.org/, http://cvc.cervantes.es/ensenanza/mimundo/...

◦ Board games: Game of the Goose with vocabulary, Taboo, Bingo...

◦ Other games: Mentiras piadosas (white lies) to discuss ethical issues, ¿Quién soy? (Who am I?)...

3. Songs and podcasts: traditional and modern music (http://www.aprenderespanol.org/canciones/canciones-video-letra.html, http://www.lyricsgaps.com/esp/es)...

4. Stories: library with more than 100 books and comics in Spanish:Classic Fairy TalesDisney storiesSpanish stories: Don Quixote, El Prado MuseumAsterix and Obelix, Tintín...

5. Videos and DVDs: collection of more than 50 DVDs in Spanish

Past events

Leisure activities

Making plans

Visiting a Spanish-speaking country

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F – 10 Sequence - Levels 7 and 8 Strand: Communicating Strand: Understanding

Socialising Systems of languageParticipate in a range of spoken, written and online interactions, for example, exchanging views and experiences, apologising, thanking, inviting or congratulating (VCESC163)

Engage in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and transacting (VCESC164)

Engage in class activities and discussions through asking and responding to open-endedquestions, and expressing or rejecting points of view (VCESC165)

Develop more consistent control of the rhythms and intonation of spoken Spanish and of the features of the writing system (VCESC174)

Understand and control grammatical structures such as different forms of the past tense, regular and irregular verbs, interrogative and imperative moods, and conjunctions in a range offamiliar types of texts (VCESC175)

Expressing likes and preferences and organising an outing to the cinemaElaborations

Expressing likes and preferences, giving information and asking for information.

Establishing and maintaining a spoken exchange in Spanish related to their own lives and interests.

Task 1:

◦Give the students the “Cada oveja con su pareja” worksheet (worksheet 1 on next page) and have them fill in the ‘Respuesta’ column for each of the listed questions.

◦After all students have completed this task, have everyone circulate the classroom attempting to get the names of students who have filled in the same favorite item for a given question. (e.g. If my favorite colour is blue, I must find someone else who listed that colour as their favourite and write that person’s name in the last column). Students may not have any individual’s name listed more than twice.

◦The teacher uses a random name picker tool to choose a student and the rest of them have to say what they know about this student.

Task 2:

◦According to your interests, discuss and choose a film you all want to see, arrange an outing to a cinema via Whatsapp in Spanish and leave a note for mum on the fridge (worksheet 2).

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Worksheet 1: CADA OVEJA CON SU PAREJA

Pregunta Respuesta Compañero

¿Cuál es tu color favorito?

¿Qué número de zapato calzas?

¿En qué calle vives?

¿Cuál es tu actor/actriz favorito/a?

¿En qué mes naciste?

¿Cuál es tu deporte preferido?

¿Qué haces en tu tiempo libre?

¿En qué te gustaría trabajar?

¿Qué asignatura te gusta más?

¿Cuántos hermanos tienes? (sin contarte)

¿Cuál es tu grupo de música preferido?

¿Cuál es tu libro/autor favorito?

¿Cuál es tu programa de TV preferido?

¿Cuál es tu comida favorita?

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Worksheet 2: SALIDA AL CINE

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F – 10 Sequence - Levels 7 and 8 Strand: Communicating Strand: Understanding

Socialising Informing Creating Translating Language variation and change

Role of language and culture

Engage in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and transacting (VCESC164)

Analyse and summarise key ideas and information from a variety of texts on arange of topics (VCESC166)

Create texts about imagined characters, contexts and experiences to engage and entertain others (VCESC169)

Produce short bilingual texts such as digital stories, comics and blogs, and discuss how language reflects culture (VCESC171)

Investigate the nature and extent of Spanish language use in both Australian and global contexts (VCESC179)

Reflect on how cultural valuesand ideas are embedded in language and influence intercultural interactions and experiences (VCESC180)

Virtual trip to a Spanish-speaking country and planning of a Spanish 'fiesta'Elaborations

Learning about the Spanish language in the world and locating the countries where Spanish is an official language through an interactive tool (worksheet 3).

Investigating other countries where Spanish is spoken and presenting the information with graphs and a map in a short video clip or display (in groups, see worksheet 3).

Deciding on four or five countries (depending on the number of students) to plan and conduct a virtual trip that will be the groundwork for the planning of a Spanish 'fiesta'.

Planning and conducting that virtual trip in groups of 4 students. Each group works on different aspects of the country of their choice, deciding on which ones they would like to learn about, such as a traditional dish, a famous person, a festival, a landmark, everyday routines, the most popular sports, folk music... Examples of tasks include:

◦ A traditional dish: investigating about ingredients and elaboration and producing a bilingual text to explain the recipe (use of imperative).◦ A famous person: investigating on that person and creating and performing an imagined interview (use of past, present and future).

◦ A festival / landmark: investigating on it and producing a brochure with subtitles or captions... Planning the Spanish 'fiesta': 'experts' on every aspect work together on the plan. Examples of tasks include:

◦ Experts on traditional dishes compose a menu for the event.◦ Experts on famous people plan a live show with interviews.

◦ Experts on festivals / landmarks create a 'virtual travel agency' with brochures and displays... Reflecting on similarities and differences among cultures.

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Worksheet 3:

EL ESPAÑOL EN CIFRAS

En 2016, más de 472 millones de personas tienen el español como lengua materna. A su vez, el grupo de usuarios potenciales deespañol en el mundo (cifra que aglutina al grupo de dominio nativo, al grupo de competencia limitada y al grupo de aprendices de lengua extranjera) alcanza casi 567 millones.

El español es la segunda lengua materna del mundo por número de hablantes, tras el chino mandarín, y también la segunda lengua en un cómputo global de hablantes. Por razones demográficas, el porcentaje de población mundial que habla español como lengua nativa está aumentando, mientras que la proporción de hablantes de chino e inglés desciende.

En 2016, el 7,8 % de la población mundial es hispanohablante. Las previsiones estiman que en 2050 los hispanohablantes seguirán siendo el 7,8 % de la población mundial. Sin embargo, dichas previsiones también pronostican que, en 2100, este porcentaje se situará en el 6,6 %, debido fundamentalmente al descenso de la población de los países hispanohablantes.

Más de 21 millones de alumnos estudian español como lengua extranjera.

Fuente: El español: una lengua viva. Informe 2016. Instituto Cervantes.

El español es lengua oficial en 21 países (contando Puerto Rico).

Listado:México República DominicanaColombia HondurasEspaña ParaguayArgentina El SalvadorPerú NicaraguaVenezuela Costa RicaChile PanamáGuatemala Puerto RicoEcuador UruguayCuba Guinea EcuatorialBolivia

1. Practica Geografía y localiza estos países en los mapas interactivos de:http://serbal.pntic.mec.es/ealg0027/MapasAmerica.html

2. El español se habla también en otros países, aunque no como lengua oficial. En grupos de 3 personas, investigad en qué países tiene el español una presencia importante.

3. Con la información de todas estas fuentes, elaborad un vídeo o un mural de la situación actual del español en los mismos grupos de 3 personas. La actividad se divide en 3 partes:

a) Gráficos que muestren la situación del español entre las lenguas del mundo (según el texto “El español en cifras”).

b) Mapa de países con el español como lengua oficial.

c) Mapa de países con presencia importante del idioma.

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SPANISH F-10

LEVELS 9 AND 10

LOTE SPANISH

F – 10 Sequence

Levels 9 and 10

CommunicatingSocialisingDiscuss and compare young people’s interests, behaviours and values across cultural contexts (VCESC181)

Engage in shared activities such as planning and organising events by contributing ideas, opinions and suggestions and managing diverse views (VCESC182)

Engage in class discussions and debates, justifying opinions, evaluating perspectives and reflecting on own language learning (VCESC183)

InformingAnalyse, synthesise and evaluate ideas and information from multiple sources on a range of local and global issues (VCESC184)

Convey information on a range of issues using different modes of presentation to suit different audiences (VCESC185)

CreatingEngage with and review creative texts, identifying and explaining cultural attitudes and key messages (VCESC186)

Produce a variety of imaginative texts to express ideas, attitudes and values for a range of audiences (VCESC187)

TranslatingTranslate both Spanish and English texts, and discuss cultural and other dimensions of the process (VCESC188)

Create bilingual texts that interpret aspects of Australian language and culture for Spanish-speaking audiences (VCESC189)

ReflectingParticipate in intercultural experiences, reflecting on own ways of communicating and considering how intercultural communication involves shared responsibility for meaning-making (VCESC190)Explore and compare cultural traditions in both the Spanish-speaking world and their own cultural contexts, considering how these influence identity (VCESC191)

UnderstandingSystems of languageRecognise that pronunciation, intonation, rhythm and pace assist in fluency and in meaning-making in spoken interactions (VCESC192)Apply complex grammatical rules such as those relating to reflexive verbs and subjunctive and conditional moods, and use cohesive devices to link and extend ideas in own spoken and written texts (VCESC193)Discuss the purpose and features of a range of texts, such as informative, argumentative or persuasive texts, using appropriate metalanguage to identify and describecharacteristics (VCESC194)Language variation and changeAnalyse how language use in both spoken and written modes varies according to the geographical location and cultural profile of Spanish-speaking communities (VCESC195)Understand and analyse the power of language to influence people, actions, values and beliefs (VCESC196)Investigate the variety of languages used in different communities in the Spanish-speaking world, for example, Mapudungun, Basque/Euskera and Náhuatl

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LOTE SPANISH(VCESC197)Role of language and cultureUnderstand and describe ways in which language and culture are interrelated and influence each other (VCESC198).Achievement StandardBy the end of Level 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests, behaviours and values across cultural contexts. They justify opinions such as No creo que sea la mejor manera de resolver…, Estoy en contra de esa idea porque…, evaluate perspectives and reflect on their own language learning. They collaboratively plan and organise events and manage diverse views by using the subjunctive mood to express emotion and doubt and give negative commands (for example; Siento que no puedas ir a La Habana, Es posible que compre un reproductor MP3, No pienso que sea … Siento que estés enfermo … ¡No grites tanto!), the imperative mood for commands (for example, Hazlo bien, Toma el jugo/zumo, Escríbeme, Llámala …), and passive voice when appropriate (for example, se cometieron errores). Students locate, analyse, synthesise and evaluate ideas and information on local and global issues from a range of perspectives and sources. They present information using different modes of presentation to suit different audiences and to achieve different purposes. They select appropriate nouns and adjectives to describe values and attitudes identified in different imaginative texts, such as Ese joven no sirve para nada / Es un joven valiente,Ellos son ilegales / Ellos son los refugiados. They produce a variety of imaginative texts that reflect ideas, attitudes or values associated with Spanish-speaking communities, applying knowledge of the imperfect (for example, Cuando era joven vivíamos en Bogotá, Vivía en Granada cuando Pedro se graduó) and conditional tenses (for example, Valdría la pena ver los murales de Diego Rivera). They use grammatical elements such as reflexive verbs (for example, acostarse, cepillarse) andrelative pronouns (for example, el amigo que visitamos), and use cohesive devices (for example, sin embargo, por eso, pero) to link and extend ideas, and time markers such as al día siguiente, después de…, más tarde… for sequencing. When translating Spanish, students identify cultural perspectives and explain how they have been represented. They create bilingual texts that reflect aspects of language and culture for both English-speaking and Spanish-speaking audiences. They contribute to mutual understanding when participating in intercultural experiences, and explain how family and cultural traditions shape people’s sense of identity.Students identify connections between the variety of other languages used in different communities in the Spanish-speaking world and explain some of the variations in Spanish, such as the pronunciation of the letters c, s and z, and different ways of pronouncing ll and y. They use appropriate metalanguage to explain grammatical features such as word order, tenses and subjunctive mood and the purpose and features of different texts, such as informative and persuasive texts. Students analysethe influence of language on peoples’ actions, values and beliefs, including its capacity to include and exclude. They explain ways in which language and culture are interrelated and influence each other.

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F – 10 Sequence - Levels 9 and 10 Strand: Communicating Strand: Understanding

Socialising Informing Reflecting Language variation and change Role of language and cultureEngage in class discussions and debates, justifying opinions, evaluating perspectives and reflecting on own language learning (VCESC183)

Analyse, synthesise and evaluate ideas and information from multiple sources on a range of local and global issues (VCESC184)

Explore and compare cultural traditions in both the Spanish-speaking world and their own cultural contexts, considering how these influence identity (VCESC191)

Investigate the variety of languagesused in different communities in theSpanish-speaking world, for example, Mapudungun, Basque/Euskera and Náhuatl (VCESC197)

Understand and describe ways inwhich language and culture are interrelated and influence each other (VCESC198)

Indigenous languagesElaborations

Students read the text on the worksheet 1 (next page). In case they find difficult words or passages, they underline them. In groups of 4 or 5 students, they try to find out the meaning of these difficult expressions by helping out each other.

Based on the information obtained, students fill in the gaps on the maps of Spain and America. Each student decides on either a co-oficial language in Spanish-speaking countries or the Aboriginal and Torres Strait Islander languages in

Australia. Then students set up 'expert' groups of 4 or 5 students and investigate the status and function of each indigenous language. They determine:

◦ What aspects they want to cover ◦ How they plan to report the results to the rest of the class (eg posters, multimedia or student presentations).

After presenting their report to the class, each 'expert' group breaks into mixed groups to draw comparisons between indigenous languages in Spanish-speaking countries and Aboriginal and Torres Strait Islander languages in Australia.

The whole class reflects on the topic and develops proposals for improvement using tools such as:

◦ Multimedia posters with Glogster (www.glogster.com) or◦ Flip books with Toondoo (www.toondoo.com)

They can try to publish them in mass media.

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Worksheet 1:

EL ESPAÑOL NO ESTÁ SOLO (1ª parte)

España. Comunidades Autónomas

Lenguas cooficiales en España Fuente: Aula3. Editorial Difusión

Orígenes. El español (o castellano) es una de las lenguas románicas derivadas del latín, como el francés o el italiano. Nació en el norte de España, en una zona protegida con castillos. Por eso fue denominada la región Castilla y su lengua, castellano. En 1714, el rey Felipe V la declaró lengua oficial de España y generalmente es conocida como “español”.Desde entonces se ha convertido en la lengua oficial de 21 países y es también la lengua vehicular de muchas personas que viven en otros países. Solo en Estados Unidos, por ejemplo, hay más de 42 millones de hispanohablantes.En España. El catalán, el gallego y el euskera (cuyo origen es todavía desconocido) son, junto con el español, lenguas oficiales en sus respectivas comunidades autónomas: Cataluña, las Islas Baleares y la Comunidad Valenciana, Galicia, y el País Vasco y parte de Navarra.

Fuente: Adaptación de Aula3. Editorial Difusión

Mirad el mapa de las comunidades

autónomas españolas y completad el

mapa de las lenguas cooficiales.

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LOTE SPANISHWorksheet 1 (cont.):

EL ESPAÑOL NO ESTÁ SOLO (2ª parte)Mirad ahora el mapa de los

países de América Latina y

completad el mapa de las

lenguas cooficiales.

En América. La pluralidad lingüística alcanza en América cifras increíbles. Se han estudiado cerca de 2000 idiomas y dialectos divididos en 17 grandes familias. Algunas de las familias lingüísticas más importantes son:a) La familia yuto-azteca. Comprende 16 lenguas habladas en el sur de Estados Unidos, México y América Central. Las principales son el náhuatl, utilizada actualmente por alrededor de un millón de personas en México, y el pipil que se habla en El Salvador.b) La familia maya. Abarca unas 30 lenguas. De ellas, 21 se hablan en Guatemala, y las demás en México. La más conocida es el maya quiché, que cuenta con más de medio millón de hablantes en Guatemala.c) La familia quechua. Cuenta con unas 20 lenguas. La principal es el quechua, que se habla principalmente en zonas de Ecuador, Perú y Bolivia y, en menor medida, en el sur de Colombia y en el norte de Argentina. Lo utilizan unas 10 millones de personas.d) La familia tupi-guaraní. Son alrededor de 60 lenguas habladas en Brasil, Uruguay, Paraguay, noreste de Argentina y este de Bolivia. La variedad más importante es el guaraní paraguayo, hablado actualmente por la mayoría de población de Paraguay.e) La familia arahuac. Representa alrededor de 80 lenguas y dialectos, que se hablaban, en el pasado, en Florida y las Antillas y, actualmente, en las Guayanas, Venezuela, Colombia y Brasil.f) La familia aimara. Representa fundamentalmente las lenguas andinas jaqaru, kawki y aimara. El aimara se habla en las proximidades del lago Titicaca, en Bolivia, Chile y Perú. Tiene más de medio millón de hablantes.

Fuente: Aula3. Editorial Difusión

Mapa de América Latina

Lenguas cooficiales en América

Fuente: Aula3. Editorial Difusión

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F – 10 Sequence - Levels 9 and 10 Strand: Communicating Strand: Understanding

Socialising Reflecting Systems of language Language variation and changeDiscuss and compare young people’s interests, behaviours and values across cultural contexts (VCESC181)

Engage in shared activities such as planning and organising events by contributing ideas, opinions andsuggestions and managing diverse views (VCESC182)

Explore and compare cultural traditions in both the Spanish-speaking world and their own cultural contexts, considering how these influence identity (VCESC191)

Apply complex grammatical rules such as those relating to reflexive verbs and subjunctive and conditional moods, and use cohesive devices to link and extend ideas in own spoken and written texts (VCESC193)

Understand and analyse the power of language to influence people, actions, values and beliefs (VCESC196)

Use of conditional and subjunctiveElaborations

In groups, students decide on how to match up some Spanish-speaking famous people with some famous Australians to spend an evening togetherin Melbourne (see Worksheet 2 on next page). They use the conditional to convey their preferences: 'Yo pondría a Salma Hayek con Chris Hemsworth porque ambos son actores'.

Students use the conditional and the subjunctive to discuss:

◦ Where they would go◦ What they would do and

◦ What they would say to each other.◦ Example: Irían al cine a ver una película de acción y Chris le pediría a Salma que le contara (subjuntivo) historias de México.

They also justify their views: Yo creo que se lo pasarían mejor en la bolera porque...

Students imagine what famous person they would like to meet and why. They discuss and compare their interests. They reflect on how famous people in each country influence others through language, actions and values.

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